Education for children with disabilities
|Title:|| ||Convention on the Rights of Persons with Disabilities (UN page)
|Description/subject:|| ||Myanmar acceded to this treaty on 7 December 2011. It entered into force 30 days after. Myanmar's first report to the committee is due by December 2013.....The Convention in brief: Guiding Principles of the Convention...
Entry into Force...
Monitoring of Implementation...
Conference of States parties...
Committee on the Rights of Persons with Disabilities...
Convention & Optional Protocol Signatories & Ratification...
Timeline of Convention Events...
Frequently Asked Questions on the Convention...
|Source/publisher:|| ||United Nations|
|Date of entry/update:|| ||30 June 2012|
|Title:|| ||Inclusive education and children with disabilities in Yangon, Myanmar
|Date of publication:|| ||March 2015|
|Description/subject:|| ||Executive summary: "Myanmar is a country which is undergoing significant political, social
and economic change. The government of Myanmar has committed to
widespread reforms, which in the education sector was spearheaded by a
Comprehensive Education Sector Review (CESR) launched in 2012 and a new
national Education Law which was passed by Parliament in 2014. Myanmar
is a signatory to Education for All (EFA) and has ratified the UN Conventions
on the Rights of the Child (1989) and the Rights of Persons with Disabilities
(2006). There is a dearth of evidence about access of children with disabilities
to education. There is also an emerging call particularly from civil society
organizations in Myanmar, to create an education system that meets the needs
of all children. Premised on the concept of inclusive education, this research
aims to contribute towards the evidence base and inform the development of
policy and practice.
The research used a qualitative methodology and was conducted between
July and December 2014 in 11 schools in Yangon, including seven regular
schools, two special schools, one private international school and one
monastic school. In addition to this 19 children with disabilities who were
out-of-school and their parents were interviewed. The research involved 222
participants including children and young people with disabilities, their peers
without disabilities at school, parents, teachers and principals.
Overall the research found that whereas there was evidence of inclusive
learning environments in some individual schools, there was limited evidence
of inclusive learning environments in the regular schools that participated
in the research. Although children with disabilities’ rights to education are
protected through international instruments such as the UN Convention on
the Rights of Persons with Disabilities (2006) and the Education for All agenda,
there remain significant gaps in the ways in which these commitments have
been translated into the everyday practice of schools in Yangon, Myanmar."|
|Source/publisher:|| ||Eden Centre for Disabled Children via Myanmar Information Management Unit (MIMU)|
|Format/size:|| ||pdf (778K)|
|Alternate URLs:|| ||http://www.themimu.info/sector/education
|Date of entry/update:|| ||30 September 2015|